CACREP 2024 Core Competencies of Supervision
a. Purposes of clinical supervision
b. Theoretical frameworks and models of clinical supervision
c. Roles and relationships related to clinical supervision
d. Skills of clinical supervision
e. Opportunities for developing a personal style of clinical supervision
f. Assessment of supervisees’ developmental level and other relevant
characteristics
g. Modalities of clinical supervision and the use of technology
h. Administrative procedures and responsibilities related to clinical supervision
i. Evaluation, remediation, and gatekeeping in clinical supervision
j. Legal and ethical issues and responsibilities in clinical supervision
k. Culturally relevant strategies for conducting clinical supervision
Artifacts
Group Co-Leadership Self-Evaluation Paper – meets C, D, E
Instructor Feedback for Group Supervision – meets C, E, J, K,
Clinical Supervision Model – meets A,B,C,D,H,L
Supervision Reflection Paper Rubric – meets C, D, E, F, G, I
Group Co-Leadership Self-Evaluation Paper – meets I, C, D, E
The Use of Technology in CES – Meets G
Supervision Reflection
As I began the CES doctoral program, I had about 10 years of experience supervising counselors and trainees. I have always enjoyed this aspect of my job, but as I participated in various parts of the PhD program, I learned how much I did not know.
Through the supervision course, the group counseling course, and the practicum and internship courses, I learned the tried-and-true theories behind supervision practices. I learned how to meet students in their journey to becoming counselors in a way that considered their individual learning needs. I began to favor a developmental approach that remains patient, open, and clear with students. My internship instructor modeled gatekeeping for me in a way that emulated the patience, love and grace of Christ.
As our instructors patiently mentored us in the practicum and internship courses, I am sure my colleagues would agree that we were invested in at a high level. This was, in a way, a 3D experience as we experienced for ourselves what we were taught to do with students.
I am grateful for the multifaceted learning experiences I participated in over the past several years. As I move into the CES field, I feel more competent than when I entered. I am ready to use the supervision skills I have been taught and blessed with to help counseling students learn, grow and solidify their professional identity in the counseling field.
Debbie Millman, MS, MA, LPC, NBCC 